Primary School Teachers of Instructional Technologies Self-Efficacy Levels

Yalçın, Sema Altun; Kahraman, Sakıp; Yilmaz, Zeynel Abidin

doi:10.1016/j.sbspro.2011.11.096

Cited by 10 publications

(5 citation statements)

References 3 publications

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“…Seventy-seven percent agreed that students could learn better with computers. This revealed that teachers were very positive about the potential of technology to impact learning as reported by different scholars (Enayati, Modanloo, & Kazemi 2012;Yalcin, Kahraman, & Yilmaz 2011). Some 13% of teachers believed that learning with computers is time consuming, a finding which concurs with that of Karagiorgi andCharalambous (2004 cited in Kaleli-Yilmaz, 2015).…”

Section: How Ict Influences Learningsupporting

confidence: 64%

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Appavoo

2020

EURASIA J MATH SCI T

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Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.

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Section: How Ict Influences Learningsupporting

confidence: 64%

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Appavoo

2020

EURASIA J MATH SCI T

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“…Second, the findings also revealed that high school teachers have a high level of self-efficacy toward the use of ICT. This finding is consistent with previous research on teachers' self-efficacy toward technology (Durak 2021 ; Giles and Kent 2016 ; Šabić et al 2022 ; Simsek and Yazar 2017 ; Yalcin et al 2011 ). However, only a study by Simsek and Yazar ( 2017 ) directly describes high school teachers' self-efficacy toward technology, while the others focus less on high school teachers.…”

Section: Discussionsupporting

confidence: 92%

Profile and predictors of high school teachers' attitude and self-efficacy in utilizing ICT: an investigation from Indonesia

Ikhlas

Rosa

2023

SN Soc Sci

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This study investigated the relationship among several predictors that could influence high school teachers’ attitudes and self-efficacy in utilizing ICT, such as length of computer use, computer competencies, computer access, computer training, and frequency of using computer programs. Quantitative study through descriptive and correlational design has been used to answer the hypothesis of this study. A total of 345 active high school teachers participated in this study. The correlational person product moment shows that all of the computer-related variables have a positive relationship with attitude and self-efficacy, although the relationships vary from low ( p < 0.05) to high ( p < 0.01). Hierarchical analysis showed that the predictors of attitude included computer competencies, computer access, training in computer, and level of using computer’s program/apps variables; meanwhile, computer competencies, training in computer, and level of using computer’s program/apps become good predictors of self-efficacy. This finding suggests that teachers should frequently access the computer and its app, have competency in using the computer, and have training or professional development in computer for improving teachers' attitudes and self-efficacy in utilizing and implementing ICT for the learning process.

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“…In the article by Yalcin et al (2011) the authors emphasize that effective use of innovative technologies motivates children to learn, helps them better understand new material, achieve success in learning, improves development skills for creativity. In addition, information technology makes the lesson interesting for children, saves time in the lesson, allows greater visualization of the material, etc.…”

Section: The Introduction Of Innovative Technology Is the Key To Succ...mentioning

confidence: 99%

Innovative Technologies as a Means of Forming the Professional Competence of Elementary School Teachers of the New Ukrainian School (NUS)

Andryushchenko,

Riaboshapka,

Biletska

et al. 2023

RREM

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The article deals with innovative technologies as a way to form the professional competence of elementary teachers of the New Ukrainian School. The relevance of the article lies in the fact that now in order to educate co-educators, a teacher needs to form professional competencies (to be a mentor, a coach, a tutor, an innovator, a facilitator). The purpose of the article: to clarify the meaning of the concepts of "pedagogical technology", "innovative pedagogical technology", "competence", "professional competence"; to analyze articles and publications on the need to implement innovative technologies in the educational process; to consider the meaning of digital competence and professional competence for teachers. Methods of work: analysis of scientific literature, system analysis. Results: as the research on the issue shows, the professional competence of the teacher is based on the fundamental knowledge of the basic subject, general culture and thorough didactic competence. Currently, teachers should develop in children critical thinking, communication and technical skills, emotional intelligence, analytical abilities, taking into account the age characteristics and physical condition of the child. Novelty is a key competence of every teacher, which is life-long learning. Conclusion: the use of innovative technologies, psycho-pedagogical and basic knowledge is a complex necessary for the formation of professional competence of elementary teachers of NUS.

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Primary School Teachers of Instructional Technologies Self-Efficacy Levels

Cited by 10 publications

References 3 publications

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective

Profile and predictors of high school teachers' attitude and self-efficacy in utilizing ICT: an investigation from Indonesia

Innovative Technologies as a Means of Forming the Professional Competence of Elementary School Teachers of the New Ukrainian School (NUS)

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